Event Description
Join us for a fun and energizing 90-minute Facilitating Learning Online (FLO) workshop to explore innovative course design ideas. Although EdTech and video games have vastly different audiences, they share many design principles that can drastically affect users’ wellness and success.
In this session, participants will:
– Hear stories of experience design fails and breakthroughs in the tech industry
– Inspect emotional and wellness effects of different digital experiences
– Explore lessons from the tech and game industry when designing courses for digital spaces
– Implement a design principle on your own courses
No previous gaming experience required!
Register Now!
This session will not be recorded.
About the Facilitator
Selina McGinnis (she/them) is a Product and Experience Designer in the tech industry, who has learned about how people engage with digital environments, including learning management systems, websites, apps, and even video games. They have worked in technology in B.C.’s post-secondary sector for over 10 years, solving student, administrator, and instructor challenges through technology products, services, and process design.
About the Event
Sharing facilitation strategies. Growing together.
You are invited to join our “FLO Pod” (Practices of Online Development), a peer-led community of practice for FLO (Facilitating Learning Online) participants.
Building and expanding on the work of Matty Hillman’s BCcampus research fellowship, we invite you to join the BCcampus Trauma-Informed Post Secondary Community of Practice (CoP). Using the Trauma-Informed principles (Carello, 2021) as a foundation, each CoP/Pod meeting will provide space for information and discussion on trauma-informed teaching practices and perspectives.
As the Pod matures, we hope that hosting responsibilities will rotate among the members. This aligns with Wenger’s (1998) concept of a thriving CoP, where mutual engagement, shared responsibility, and the co-construction of knowledge are central. Inspired by models like the POD Network, the FLO Pod is uniquely focused on peer-led online facilitation, i.e., a peer-led space to grow. This is an open Pod, meaning participants can join any sessions that work for them, however, in order to build a supportive and cohesive group, we strongly encourage you to schedule the meetings in your calendar and attend as many as possible.
Sessions
Synchronous sessions will be held from 1:00–3:00 p.m. PT:
- Monday September 22
- Monday October 6
- Monday October 27
- Monday November 17
- Monday December 1
Register Now!
These sessions will not be recorded.
Registrants will be asked to create a SCoPE (Moodle account) where Pod resources will be shared.
References
Carello, J. (2020). TITL general principles 3.20. Trauma-Informed Teaching and Learning
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
About the Facilitator
Matty Hillman is a counsellor, instructor, and educational developer at Selkirk College in the beautiful Kootenay region of B.C., the traditional territory of the Sinixt people. His research interests include sexual violence prevention and response on post-secondary campuses, trauma-informed post-secondary education, and radical youth work. Matty is a regular contributor to various BCcampus projects. As a muralist, he is especially interested in the intersection of youth work and public art, exploring the opportunity these complementary practices create for empowerment, community building, and social justice advancements.
About the Event
Sharing facilitation strategies. Growing together.
You are invited to join our “FLO Pod” (Practices of Online Development), a peer-led community of practice for FLO (Facilitating Learning Online) participants.
Building and expanding on the work of Matty Hillman’s BCcampus research fellowship, we invite you to join the BCcampus Trauma-Informed Post Secondary Community of Practice (CoP). Using the Trauma-Informed principles (Carello, 2021) as a foundation, each CoP/Pod meeting will provide space for information and discussion on trauma-informed teaching practices and perspectives.
As the Pod matures, we hope that hosting responsibilities will rotate among the members. This aligns with Wenger’s (1998) concept of a thriving CoP, where mutual engagement, shared responsibility, and the co-construction of knowledge are central. Inspired by models like the POD Network, the FLO Pod is uniquely focused on peer-led online facilitation, i.e., a peer-led space to grow. This is an open Pod, meaning participants can join any sessions that work for them, however, in order to build a supportive and cohesive group, we strongly encourage you to schedule the meetings in your calendar and attend as many as possible.
Sessions
Synchronous sessions will be held from 1:00–3:00 p.m. PT:
- Monday September 22
- Monday October 6
- Monday October 27
- Monday November 17
- Monday December 1
Register Now!
These sessions will not be recorded.
Registrants will be asked to create a SCoPE (Moodle account) where Pod resources will be shared.
References
Carello, J. (2020). TITL general principles 3.20. Trauma-Informed Teaching and Learning
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
About the Facilitator
Matty Hillman is a counsellor, instructor, and educational developer at Selkirk College in the beautiful Kootenay region of B.C., the traditional territory of the Sinixt people. His research interests include sexual violence prevention and response on post-secondary campuses, trauma-informed post-secondary education, and radical youth work. Matty is a regular contributor to various BCcampus projects. As a muralist, he is especially interested in the intersection of youth work and public art, exploring the opportunity these complementary practices create for empowerment, community building, and social justice advancements.
About the Event
As artificial intelligence and algorithmic tools become increasingly embedded in educational technologies, such as plagiarism detection systems and adaptive learning platforms, faculty must grapple with both their potential and their pitfalls. While these tools promise efficiency and personalization, they can also reproduce and amplify biases. These biases can influence everything from automated grading and learning analytics to recruitment and admissions processes, often invisibly. This workshop will continue the conversation on algorithmic literacy where we will critically evaluate how algorithmic systems work, whose values they encode, and how they impact diverse learners. Participants will explore how algorithmic bias manifests in educational settings, examine the structural inequities it reinforces, and consider strategies to mitigate harm.
By the end of the session, participants will be able to:
- Recognize how biases are perpetrated by algorithmic systems and educational technologies
- Identify which student groups are most affected by these biases
- Apply principles of algorithmic literacy to evaluate and use educational technologies more equitably
- Develop practical approaches to supporting students who may be disproportionately impacted
Registration Coming Soon
This notice is to inform you that this session may be recorded, archived, and shared after the event. By participating in this session, you acknowledge that your participation will be recorded and the recording may be made available publicly.
About the Facilitator
Britt Dzioba (she/her) is a Learning and Teaching Advisor with BCcampus where she works to support educators grow their digital skill sets through resource development. Britt holds a master of education from the University of British Columbia, where her graduate research focused on digital literacy education in community-based programs. Currently, her research interests are developing digital literacies among educators, supporting neurodiversity in higher education, and emergent educational technologies.
About the Session
Join us for an exciting Facilitating Learning Online (FLO) session about a news literacy framework for educators and students. In these information-challenged times, this workshop will introduce the concept and benefits of including news literacy (e.g. Ashley, 2020) as a crucial element in the post-secondary teaching and learning environment. We will explore the news literacy framework, discuss why it is essential to 21st-century post-secondary learning and teaching, and provide an orientation to a new open education resource, a news literacy toolkit.
The session will be of interest to professors, librarians, and other educators who support student learning. It aims to give participants the knowledge and skills to better understand and engage with today’s complex media environment. By the end of the workshop, participants will:
- Be able to define and explain the concept of news literacy and its importance in the current media landscape
- Understand how the presence of bias in news reporting affects the representation of events
- Learn strategies to curate a diverse and balanced news diet, avoiding echo chambers and ensuring exposure to multiple perspectives.
Registration Coming Soon
This session may be recorded, archived, and shared after the event.
About the Facilitator
Justin Harrison has over 20 years’ professional experience as an academic research librarian and holds the position of Engagement & Learning Librarian at the University of Victoria Libraries. He is also a PhD candidate in the Faculty of Education at the University of Victoria, focusing on media literacy, news literacy, and their intersections with civic engagement and political polarization.